nep-hrm New Economics Papers
on Human Capital and Human Resource Management
Issue of 2020‒02‒17
three papers chosen by
Patrick Kampkötter
Eberhard Karls Universität Tübingen

  1. Gender Promotion Gaps: Career Aspirations and Workplace Discrimination By Azmat, Ghazala; Cuñat, Vicente; Henry, Emeric
  2. When Do Teachers Respond to Student Feedback? Evidence from a Field Experiment By Buurman, Margaretha; Delfgaauw, Josse; Dur, Robert; Zoutenbier, Robin
  3. Structural Increases in Skill Demand after the Great Recession By Peter Q. Blair; David J. Deming

  1. By: Azmat, Ghazala (Sciences Po, Paris); Cuñat, Vicente (London School of Economics); Henry, Emeric (CEPR)
    Abstract: Using a nationally representative longitudinal survey of lawyers in the U.S., we document a sizeable gap between men and women in their early aspirations to become law firm partners, despite similar early investments and educational characteristics. This aspiration gap can explain a large part of the gender promotion gap that is observed later. We propose a model to understand the role of aspirations and then empirically test its predictions. We show that aspirations create incentives to exert effort and are correlated with expectations of success and the preference for becoming a partner. We further show that aspirations are affected by early work experiences – facing harassment or demeaning comments early in the career affects long-term promotion outcomes mediated via aspirations. Our research highlights the importance of accounting for, and managing, career aspirations as an early intervention to close gender career gaps.
    Keywords: promotion, aspirations, gender gaps
    JEL: M51 J16 K40 J44
    Date: 2020–01
  2. By: Buurman, Margaretha (Free University Amsterdam); Delfgaauw, Josse (Erasmus University Rotterdam); Dur, Robert (Erasmus University Rotterdam); Zoutenbier, Robin (Ministry of Finance, The Netherlands)
    Abstract: We ran a field experiment at a large Dutch school for intermediate vocational education to examine whether the response of teachers to student feedback depends on the content of the feedback. Students evaluated all teachers, but only a randomly selected group of teachers received feedback. Additionally, we asked all teachers before as well as a year after the experiment to assess their own performance on the same items. We find a precisely estimated zero average treatment effect of receiving student feedback on student evaluation scores a year later. However, teachers whose self-assessment before the experiment is much more positive than their students' evaluations do improve significantly in response to receiving feedback. We also find that provision of feedback reduces the gap between teachers' self-assessment and students' assessment, but only to a limited extent. All of these results are driven by the female teachers in our sample; male teachers appear to be unresponsive to student feedback.
    Keywords: field experiment, feedback, teachers, student evaluations, self-assessment, gender differences
    JEL: C93 I2 M5
    Date: 2020–01
  3. By: Peter Q. Blair; David J. Deming
    Abstract: In this paper we use detailed job vacancy data to estimate changes in skill demand in the years since the Great Recession. The share of job vacancies requiring a bachelor’s degree increased by more than 60 percent between 2007 and 2019, with faster growth in professional occupations and high-wage cities. Since the labor market was becoming tighter over this period, cyclical “upskilling” is unlikely to explain our findings.
    JEL: J23 J24
    Date: 2020–01

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